Lesson Plan Title of the Plan: Bill of Rights Foldable & Presentations Grade Level: 7 Subject Area: Social Studies Concept/Skill: Bill of Rights Target Audience: class Time: one class period/50 minutes
I. PREPARING TO TEACH: A. GOALS: NCCS IV. Individual Development & Identity
Social studies programs should include experiences that provide for the study of individual development and identity, so that the learner can: h. work independently and cooperatively to accomplish goals. NCCS X. Civic Ideals & Practices
Social studies programs should include experiences that provide for the study of the ideals, principles, and practices of citizenship in a democratic republic, so that the learner can: b. identify examples of rights and responsibilities of citizens.
B. OBJECTIVE(S): After completing the Bill of Rights foldable students will know the first ten amendments of the constitution. They will be able to work with a partner to summarize one of the amendments and present the information to the class. C. PURPOSE: The purpose of this lesson is for students to learn the amendments included in the bill of rights and to work with a partner to find information that will be presented to the class. D. MATERIALS:
Computer paper
Notebook paper
Glue sticks
Scissors
Pens/pencils
Highlighters
Textbooks
Class laptops
“Bill of Rights” foldable print-outs
E. RESOURCES:
Toengagethemall.blogspot.com
II. INSTRUCTIONAL PROEDURES:
Focusing Activity
Students will be given the first 5 minutes of class to independently write down all of the rights and freedoms they think are included in the first ten amendments of the Constitution.
After the 5 minute timer goes off, we will brainstorm as a class all the ideas everyone came up with.
I will write all of the ideas on the board at the front of the class.
If another student has the same answer as someone else, they will highlight it on their paper.
These will remain on the board for the duration of class, until the end of the activity.
Ask students questions:
1. Where have you heard about these rights and liberties before? 2. Do you think we have more than 10 rights and liberties even though there are only 10 amendments in the Bill of Rights?
B. PURPOSE: Today you will be creating a Bill of Rights Flipbook in order to learn about each of the first ten amendments to the Constitution. You will also be working with a partner to research one of the amendments and then presenting your information to the class. You will be filling in your flipbook with the information provided by your fellow classmates.
C. INSTRUCTIONAL PROCESS
Hand out the Bill of Rights Flipbook printouts
Tell students to cut along the horizontal lines in order to create the flaps for each amendment
Student will glue the flipbook to a piece of computer paper, only gluing along the left edge (“binding” of the flipbook)
I will have a blank example ready for students to use as reference.
Once everyone is done, put glue and scissors away and divide students into partners or groups of three by drawing names out of the name cup.
Assign each group an amendment.
Allow students 20 minutes to use textbooks, class books, and the laptops to find information on their amendment.
Clear and concise summary of all parts of the amendment.
Example of these rights and liberties
Students will fill in the information they find under the flap of the corresponding amendment in the flipbook.
Come back together as a class and have each group present, starting with the First Amendment.
Each group will read their assigned amendment as it is written in the Constitution.
They will then read their summary and examples.
I will ask each group: 1. Where did you find this information? 2. Why do you think this is included in the Bill of Rights? 3. Have there been any recent examples of this in the news or current events?
Students will fill in their flipbooks with the information provided by each group.
These flipbooks will become part of their interactive social studies binder.
The three-hole punch will be passed around for students to use and then place their flipbooks into their binders under the “Constitution tab.”
MODELING
I will have a blank flipbook created for students to reference while cutting and gluing.
Filling in my own flipbook along with students throughout the presentations.
Suggest websites for students to use to find information online
CHECK FOR UNDERSTANDING I will check for understanding by:
Helping brainstorm ideas in the opening activity
Ask questions to guide students towards information
Walking around with my example to make sure they are creating their flipbook correctly
Asking questions to individual groups while presenting
Requiring them to fill in their flipbooks with the information from presentations
D. TASK/GUIDED PRACTICE
We will go back to the brainstorming list we created at the beginning of class
Students will voluntarily come up to the board
Circle the ones you do not see listed in your flipbook
Place the corresponding amendment number next to those found in the flipbook
I will ask the class: 1. Of the circled ideas, why do you think they are not listed in the Bill of Rights? 2. Is there an amendment where you see it could fit or correspond? 3. Are there any not listed on the board and not in the Bill of Rights that you can think of that may be important? E. ACCOMMODATIONS/ADAPTATIONS
Could have flipbooks prepared ahead of time if needed
Asking questions to specific students to encourage participation from everyone
Allow more time for writing/presenting/answering
F. INDEPENDENT PRACTICE
Encourage students to look for these rights and liberties in their daily lives. Ask family members or friends if they are aware of all their rights and liberties guaranteed in the Constitution. Tell students to review these amendments in preparation for their Constitution test.
G. CLOSURE: Today we brainstormed what we already knew about our rights and liberties as citizens living in the United States of America, and then we built upon that knowledge to find out what the Constitution’s Bill of Rights says about these rights and liberties. We have learned about the history of the Constitution, the Preamble, the articles, and now the Bill of Rights. These things are all building up to the Constitution Test you will take in just a few weeks.
Title of the Plan: Bill of Rights Foldable & Presentations
Grade Level: 7
Subject Area: Social Studies
Concept/Skill: Bill of Rights
Target Audience: class
Time: one class period/50 minutes
I. PREPARING TO TEACH:
A. GOALS:
NCCS IV. Individual Development & Identity
- Social studies programs should include experiences that provide for the study of individual development and identity, so that the learner can: h. work independently and cooperatively to accomplish goals.
- Social studies programs should include experiences that provide for the study of the ideals, principles, and practices of citizenship in a democratic republic, so that the learner can: b. identify examples of rights and responsibilities of citizens.
B. OBJECTIVE(S): After completing the Bill of Rights foldable students will know the first ten amendments of the constitution. They will be able to work with a partner to summarize one of the amendments and present the information to the class.NCCS X. Civic Ideals & Practices
C. PURPOSE: The purpose of this lesson is for students to learn the amendments included in the bill of rights and to work with a partner to find information that will be presented to the class.
D. MATERIALS:
- Computer paper
- Notebook paper
- Glue sticks
- Scissors
- Pens/pencils
- Highlighters
- Textbooks
- Class laptops
- “Bill of Rights” foldable print-outs
E. RESOURCES:II. INSTRUCTIONAL PROEDURES:
- Students will be given the first 5 minutes of class to independently write down all of the rights and freedoms they think are included in the first ten amendments of the Constitution.
- After the 5 minute timer goes off, we will brainstorm as a class all the ideas everyone came up with.
- I will write all of the ideas on the board at the front of the class.
- If another student has the same answer as someone else, they will highlight it on their paper.
- These will remain on the board for the duration of class, until the end of the activity.
- Ask students questions:
1. Where have you heard about these rights and liberties before?2. Do you think we have more than 10 rights and liberties even though there are only 10 amendments in the Bill of Rights?
B. PURPOSE: Today you will be creating a Bill of Rights Flipbook in order to learn about each of the first ten amendments to the Constitution. You will also be working with a partner to research one of the amendments and then presenting your information to the class. You will be filling in your flipbook with the information provided by your fellow classmates.
C. INSTRUCTIONAL PROCESS
- I will ask each group:
- Students will fill in their flipbooks with the information provided by each group.
- These flipbooks will become part of their interactive social studies binder.
- The three-hole punch will be passed around for students to use and then place their flipbooks into their binders under the “Constitution tab.”
MODELING1. Where did you find this information?
2. Why do you think this is included in the Bill of Rights?
3. Have there been any recent examples of this in the news or current events?
- I will have a blank flipbook created for students to reference while cutting and gluing.
- Filling in my own flipbook along with students throughout the presentations.
- Suggest websites for students to use to find information online
CHECK FOR UNDERSTANDINGI will check for understanding by:
- Helping brainstorm ideas in the opening activity
- Ask questions to guide students towards information
- Walking around with my example to make sure they are creating their flipbook correctly
- Asking questions to individual groups while presenting
- Requiring them to fill in their flipbooks with the information from presentations
D. TASK/GUIDED PRACTICE- I will ask the class:
- Could have flipbooks prepared ahead of time if needed
- Asking questions to specific students to encourage participation from everyone
- Allow more time for writing/presenting/answering
F. INDEPENDENT PRACTICE1. Of the circled ideas, why do you think they are not listed in the Bill of Rights?
2. Is there an amendment where you see it could fit or correspond?
3. Are there any not listed on the board and not in the Bill of Rights that you can think of that may be important?
E. ACCOMMODATIONS/ADAPTATIONS
G. CLOSURE: Today we brainstormed what we already knew about our rights and liberties as citizens living in the United States of America, and then we built upon that knowledge to find out what the Constitution’s Bill of Rights says about these rights and liberties. We have learned about the history of the Constitution, the Preamble, the articles, and now the Bill of Rights. These things are all building up to the Constitution Test you will take in just a few weeks.
IV. ASSESSMENT
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